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|School:||Grove Hill Elementary School||
|Lesson Plan ID:
There's Magic In Green Eggs and Ham
As a part of a unit about Dr. Suess, students will learn about sequential order. Student understanding will be aided by the use of hands-on preparation of green eggs and ham, dictation, flannel board, sentence strips, and a living center.
|ELA(K) ||1. Exhibit phonemic awareness, including identifying and categorizing phonemes, orally blending phonemes into one-syllable words, segmenting one-syllable words into phonemes, and rhyming. |
|ELA(K) ||4. Use words that describe and represent real-life objects and actions. |
|ELA(K) ||5. Demonstrate listening comprehension of passages, including retelling stories and answering questions. |
|ELA(K) ||6. Identify various forms of narrative texts, including nursery rhymes, poetry, and stories. |
|ELA(K) ||8. Use brainstorming, drawing, and discussion as elements of prewriting in the writing process. |
|ELA(K) ||11. Follow one- and two-part oral directions. |
|ELA(K) ||12. Select appropriate voice level when interacting with others. |
|MA2010(K) ||4. Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4] |
|MA2010(K) ||6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [K-CC6] |
|MA2010(K) ||15. Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [K-MD2] |
|ELA2010(K) ||5. Recognize common types of texts (e.g., storybooks, poems). [RL.K.5] |
|ELA2010(K) ||21. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2] |
|ELA2010(K) ||31. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1] |
|ELA2010(K) ||32. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [SL.K.2] |
|ELA2010(K) ||34. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. [SL.K.4] |
|Primary Learning Objective(s):
Students will dictate the steps in making green eggs and ham in the correct sequence. Students will place sentence strips with picture codes in sequential order.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
Green Eggs and Ham by Dr. Suess, hot plate, skillet, mixing bowl, spatula, margarine, 18 eggs, salt and pepper, ham (diced in very small pieces), green food coloring, plates, spoons, chart paper, black marker, sentence strips coded with a picture of each of the steps to prepare the green eggs and ham, flannel board, individual paper booklets, flannel board pieces (hot plate, skillet, spatula, butter, eggs, ham, plate, spoon (do not include the green food coloring because this step is "magic"), card stock coded with each of the steps to prepare the green eggs and ham (place this in the living center). [Make sure to use the same symbols as used in the sentence strips.]
|Technology Resources Needed:
Computer with Internet access, printer
The students should be introduced to rhyming words before the lesson. The teacher will need to prepare sentence strips and flannel board pieces. The students will need to have basic computer skills.
1.)Introduce Green Eggs and Ham by doing a picture walk through the book.
2.)Read Green Eggs and Ham to the class. While reading, point out the rhyming words.
3.)Have the students share what they think green eggs and ham will taste like.
Have them share how they think green eggs and ham can be made. Record the students' predictions in the sequential order as they are dictated.
4.)Prepare the green eggs and ham using the following steps:
A. Mix the eggs in a mixing bowl.
Add salt and pepper.
B. Heat the skillet on the hot plate.
C. Melt the butter in the skillet.
D. Add the eggs to the melted butter.
E. Cook the eggs, stirring frequently.
F. Just before the eggs are fully
cooked, add the diced ham.
G. After the ham has heated thoroughly,
brainstorm some magical words
(ex. abra cadabra).
H. Tell the students to close their
eyes so that the magic can happen
(turning them green).
I. As a class, say the magic words.
Then let the students look at the
eggs and ham. Let it take several
tries before sneaking in the green
food coloring because some of the
students will most likely peak.
5.)Serve the green eggs and ham to the students. As the students are eating,
discuss the steps. Make sure to use the term "sequential order."
6.)Compare the steps to their predictions.
7.)Read the sentence strips with the class.
8.)Place the flannel board pieces on the flannel board. State each step in the preparation of the green eggs and ham as the pieces are placed in the sequential order.
9.)Show the students an example of the paper booklet. This booklet should have a preparation step on each page. Have the students draw the pictures using crayons or by going to the web site listed below. After the students have completed the drawings, print them and have the students write the steps to the best of their ability. (Many students may need to have their sentences dictated.)
(Imagination at Work
)This web site allow students to create their own works of art.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
The teacher will observe the students dictating the steps of the preparation of the green eggs and ham. The teacher should listen for key sequential terms. For example, first, second, next, last, etc. The teacher will observe the students as they complete the individual paper booklet. The students will write and draw a picture of each step in the preparation of the green eggs and ham.
Sentence strips coded with the steps of preparation will be placed in a literacy center. The students will practice placing these sentence strips in the sequential order. The teacher will place the flannel board pieces in a literacy center in order to allow the students extra practice in placing the items in sequential order and retelling of the activity. The teacher will place the sheet of card stock coded with each of the steps to prepare the green eggs and ham in the living center to aide the students in the acting out and retelling of the activity.
The teacher will aide students in placing the sentence strips in sequential order. The teacher will group/partner students based on their need for support to work with the sentence strips. example- A student that has grasped the sequential order concept will be grouped with a student that is having difficulty.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: